What Does Hume’s Law, or the Ought-Is Problem, Mean for Coaching Supervision?

Hume’s Law, or the Ought-Is Problem, Mean for Coaching Supervision?

Hume’s Law, also known as the is-ought problem, is a philosophical concept first introduced by 18th-century thinker David Hume in his work A Treatise of Human Nature

It addresses the distinction between what is (facts) and what ought to be (values or moral judgements). Hume observed that people often leap from describing a situation (what is) to prescribing what should be done (what ought to be), without sufficient justification for how one leads to the other.

While this may sound like an abstract philosophical idea, it has profound relevance for coaching and coaching supervision. 

The is-ought problem challenges us to examine the assumptions, values, and leaps in reasoning that coaches—and supervisors—may unconsciously make. 

It calls for a deeper exploration of how we move from describing a client’s situation to guiding them towards actions or outcomes.

In this article, we’ll explore what Hume’s Law means for coaching supervision, the potential risks of ignoring it, and how supervisors can use it as a lens to support more reflective, ethical, and impactful coaching.

What Is Hume’s Law?

At its core, Hume’s Law states that one cannot logically derive an “ought” (a prescriptive statement) from an “is” (a descriptive statement) without introducing additional reasoning or values. For example:

Is: This client is feeling overwhelmed by their workload.

Ought: They ought to learn better time management skills.

On the surface, this seems like a reasonable leap. 

But where does the “ought” come from? Does it arise from the coach’s own assumptions about what the client should do? Is it based on the client’s stated goals? Or is it influenced by cultural or organisational norms about productivity and success?

Hume’s insight encourages us to pause and examine the values, assumptions, and reasoning underpinning our “oughts”—an essential skill for both coaches and supervisors.

Hume’s Law in Coaching Practice

Coaches frequently navigate the territory between “is” and “ought.” 

Clients bring stories about their lives, work, or challenges—statements of fact about what “is”—and coaches work with them to envision and take steps towards what “ought to be.” 

However, the leap from “is” to “ought” is rarely neutral or value-free. It can be influenced by:

Coach Assumptions:

The coach may unconsciously impose their own beliefs about what a client should do, such as assuming that a stressed client should work less or that a shy client ought to become more assertive.

Cultural Norms:

Social and cultural values can shape what feels like the “right” solution, such as prioritising career success over personal fulfilment or valuing individual achievement over collaboration.

Client Biases:

The client may internalise “oughts” that don’t truly align with their values, such as striving for goals imposed by organisational or familial expectations.

Systemic Influences:

Organisational or systemic pressures may create unexamined “oughts” that shape the coaching conversation, such as a manager’s expectation that an employee must “perform better” without addressing underlying structural issues.

Hume’s Law reminds us to slow down and critically examine how these “oughts” arise, ensuring they are aligned with the client’s true values and aspirations rather than external influences or unconscious biases.

The Role of Supervision in Exploring Hume’s Law

Supervision provides a reflective space to examine how coaches navigate the is-ought distinction and to surface the assumptions or values shaping their practice. Here’s how Hume’s Law can inform the supervision process:

1. Unpacking the Coach’s Assumptions

In supervision, the coach can reflect on moments where they moved too quickly from observing what “is” to prescribing what “ought” to happen. 

Key questions might include:

  • How did you arrive at the suggestion or intervention you offered?
  • What assumptions or values might have influenced your interpretation of the client’s situation?
  • Was your “ought” based on the client’s goals or your own beliefs?

By examining these assumptions, supervision helps coaches become more intentional in their practice and better aligned with their client’s needs.

2. Exploring the Client’s “Oughts”

The client’s own “oughts” often reflect cultural, organisational, or systemic influences that may not align with their deeper values. 

Supervision invites the coach to explore:

  • Are the client’s goals truly their own, or are they shaped by external pressures?
  • How can you support the client in questioning whether their “oughts” are serving them?
  • What reflective questions might help the client distinguish between what they value and what they feel obligated to pursue?

By bringing this into the coaching conversation, the coach can help clients align their actions with their authentic values.

3. Identifying Systemic Factors

Supervision is also an opportunity to examine systemic influences on both the coach and client. 

For example:

  • How might organisational goals or team dynamics be shaping the client’s “oughts”?
  • Are there systemic issues, such as discrimination or inequality, that are being overlooked in the rush to create solutions?
  • How might the coach’s own cultural or systemic perspective be influencing their “oughts”?

This broader lens ensures that coaching doesn’t inadvertently reinforce harmful norms or overlook deeper systemic challenges.

4. Navigating Ethical Implications

Hume’s Law has ethical implications for coaching supervision. Moving too quickly from “is” to “ought” without examining the underlying reasoning can lead to:

Unethical influence: Imposing the coach’s values onto the client.

Neglecting autonomy: Failing to honour the client’s right to make their own choices.

Superficial solutions: Overlooking deeper issues in favour of quick fixes that don’t align with the client’s true needs.

Supervisors can help coaches navigate these ethical risks by encouraging them to reflect on the values and assumptions underpinning their practice.

Building Reflective Practice Around Hume’s Law

Incorporating Hume’s Law into coaching supervision enhances reflective practice by encouraging both supervisors and coaches to:

Pause and reflect: Slow down and examine the leap from “is” to “ought.”

Challenge assumptions: Surface and question unconscious biases or cultural norms influencing decisions.

Focus on values: Align actions and outcomes with the client’s authentic values and aspirations.

Engage in dialogue: Use supervision as a space for collaborative exploration, rather than prescriptive solutions.

By cultivating this reflective mindset, supervision fosters more ethical, intentional, and impactful coaching practice.

Conclusion

Hume’s Law reminds us of the complexity and responsibility of working in the space between “what is” and “what ought to be.” 

For coaches and supervisors alike, it’s an invitation to slow down, examine our assumptions, and ensure that the “oughts” guiding our practice are grounded in the client’s values and goals, not external pressures or unconscious biases.

In coaching supervision, reflecting on Hume’s Law provides a powerful framework for developing greater self-awareness, ethical sensitivity, and cultural intelligence. 

By honouring the is-ought distinction, we create coaching relationships that are not only effective but deeply aligned with the needs and values of our clients.

Picture of Nick Bolton

Nick Bolton

Nick is the founder and CEO of the International Centre for Coaching Supervision and Animas Centre for Coaching. Along with his love of coaching and supervision, he is a a passionate learner with a fascination for philosophy, psychology and sociology.

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